Design framework for an adaptive MOOC enhanced by blended learning: Supplementary training and personalized learning for teacher professional development
| Published | April 2016 |
| Journal | Electronic Journal of e-Learning Volume 14, Issue 1, Pages 15-30 |
ABSTRACT
The research project has developed a design framework for an adaptive MOOC that complements the MOOCformat with blended learning. The design framework consists of a design model and a series of learning design principles
which can be used to design in-service courses for teacher professional development. The framework has been evaluated
by alpha-testing and beta-testing, and the relationship between design principles and the intended, the implemented and
the attained designs has been analyzed. The project is methodologically inspired by Design Based Research.
| Keywords | adaptive learning · blended learning · design based research · MOOC · personalized curriculum |
| ISSN | 1479-4403 |
| Refereed | Yes |
| Rights | Copyright © 2003-2016 Electronic Journal of e-Learning |
| URL | http://www.ejel.org/volume14/issue1/p15 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 21 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
The double classroom: Design patterns using MOOCs in teacher education
Nortvig, Anne-Mette; Gynther, Karsten; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This paper presents findings from a study that used an archived MOOC as Open Educational Resources in teacher education in a hybrid learning setting. Using a design-based research approach created through collaboration ...
Match: Gynther, Karsten; MOOC
Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend
Orsini-Jones, Marina; Gafaro, Barbara Conde; Altamimi, Shooq; Qian, Kan; Bax, Stephen
This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) Understanding Language: Learning and ...
Match: blended learning; MOOC
Mentoring learners in MOOCs: A new way to improve completion rates?
Dhorne, Lucie; Deflandre, Jean-Pierre; Bernaert, Olivier; Bianchi, Sébastien; et al.
Since the launch of the MIT Open-Course Ware in 2001, MOOCs have developed exponentially. From a dozen in 2011, they have become ubiquitous in higher education nowadays. Far from bringing about a revolution in teaching ...
Match: adaptive learning; MOOC
Theories and applications of Massive Online Open Courses (MOOCs): The case for hybrid design
Anders, Abram; McGreal, Rory; Conrad, Dianne
Initial research on learning in massive open online courses (MOOCs) primarily focused participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies ...
Match: blended learning; MOOC
Adopting MOOCs on campus: A collaborative effort to test MOOCs on campuses of the University System of Maryland
Griffiths, Rebecca; Chingos, Matthew; Spies, Richard; Mulhern, Christine
To address the paucity of data on the use of MOOCs in “traditional” postsecondary institutions, Ithaka S+R and the University System of Maryland studied the feasibility of repurposing MOOCs for use in hybrid, ...
Match: blended learning; MOOC
A MOOC camp-based flipped classroom: Integrating MOOCs into university curriculum
Mabuan, Romualdo A.
Massive Open Online Courses (MOOCs) are dramatically breaking borders and barriers to teaching and learning as they democratize access to quality international education for teachers and students across the globe. MOOC ...
Match: blended learning; MOOC
What have they done with the MOOCs?! The impact of MOOCs on Campus Education
Cabral, Pedro; van Valkenburg, Willem; Dopper, Sofia; Ubachs, George; Konings, Lizzie
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016
In 2013 Delft University of Technology (TU Delft) ...
Match: blended learning; MOOC
The future of MOOCs: Adaptive learning or business model?
Daniel, John; Vázquez Cano, Esteban; Gisbert, Mercè
Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the ...
Match: adaptive learning; MOOC
Using MOOCs at learning centers in Northern Sweden
Norberg, Anders; Händel, Åsa; Ödling, Per; McGreal, Rory; Conrad, Dianne
This paper describes the use of globally accessible Massive Open Online Courses, MOOCs, for addressing the needs of lifelong learners at community learning centers in Northern Sweden, by the forming “glonacal” or ...
Match: blended learning; MOOC
Integrating MOOCs in traditionally taught courses: Achieving learning outcomes with blended learning
Bralić, Antonia; Divjak, Blażenka
It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating ...
Match: blended learning; MOOC
